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This document is provided by National Geographic Learning / | 888-915-3276 Best Practices in Science EducationTeaching Science During the Early Childhood Yearsby Dr. Kathy Cabe TrundleIF YOU HAVE EVER WATCHED A YOUNG CHILD collect rocks or dig in the soil looking for worms you probably recognize that children have a natural tendency to enjoy experiences in nature. Young children actively engage with their environment to develop fundamental understandings of the phenomena they are observing and experiencing. They also build essential science process skills such as observing, classifying, and sorting (Eshach & Fried, 2005; Platz, 2004). These basic scientific concepts and science process skills begin to develop as early as infancy, with the sophistication of children s competency developing with age (Meyer, Wardrop & Hastings, 1992; Piaget & Inhelder, 2000).The Importance of Science in Early Childhood EducationResearch studies in developmental and cognitive psychology indicate that environmental effects are important during the early years of development, and the lack of needed stimuli may result in a child s development not reaching its full potential (Hadzigeorgiou, 2002).
Science education reform efforts call for “science for all students” to bridge the science achievement gaps. Yet attainment of this goal has been impeded by a lack of systematic instructional
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